Collaborative Leadership Style Analysis

Effective leadership will be a vital part in organizational collaboration (NHS Five year forward view, 2014). The expected outcome from leaders is very high. The traditional leadership approach will normally focus on the specific actions which will not be appropriate in a collaborative environment. The collaborative leadership should be focusing more on processes and skills. The Collaborative Leader should have strong inter-personal skills, strategic action and thinking, networking etc. Their role should consist of mediator, convenor and driver to adopt any difficult circumstances (Williams, 2007). While the system expects more from the leaders in health care settings, the leaders in turn expect more from their colleagues and staff. The patients

Leadership isn't for the faint of heart. There is a lot of responsibility involved. Plus, the success or failure of the work falls on the leader's shoulders. If a project or event was successful, the leader is praised. If the project was a failure, the leader is often viewed as a failure. If you're the leader of a company or would like to become a leader, it's best to know yourself well and identify who you are outside of the work you do. Otherwise, you run the risk of attaching your self-esteem to an organism that's forever-changing and inconsistent. In order to be the best leader you can be, implement these nine tips.

Schien,(1992) has been identifies that how leaders do shape culture, embed and identity through primary mechanism such as role modeling, leader reaction to critical incidents, what leader pay attention to measure or control and observed way of allocating rewards, selection, promotion, and communication. Also, mentioned by (Lian et al, 2011) a great leader with positive influential personality will give a positive effect on the job satisfaction and the performances of the employees. Perhaps, it can be assumed, poor work culture at ward X, may shaped by an autocratic leadership over a long term, consequently affecting works performance and quality of care. (Manthey, 1991) mentioned that staff under bureaucratic had a poor performance and quality in performing a task.

Brangus breeder's from around our area donate brangus heifers to FFA students, and pay for all the expenses. Students raise these heifers and exhibit them at the Arizona Nationals. The South Western Junior Brangus Program offers a $500 scholarship to one student each year.

When it comes to contemporary leadership one size does not fit all. Contemporary leadership is a melting pot of theories, approaches, models, and styles that helps an individual lead a group or people or an organization. The trait theory is one example. It has its roots in leadership theory that suggested that certain people were born with special traits that made them great leaders (Northouse, 2013). Next is the skills approach which puts emphasis on the skills and competencies of the leader. Then there is the style approach which is strikingly different from the trait and skill approaches to leadership because the style approach focuses on what leaders do rather than who leaders are (Northouse, 2013). Another contemporary leadership

1. I surveyed two people, Kayla and Chris, on their small group communication experiences. Kayla is a part of the Luke Empowering Airmen 's Development organization. The LEAD organization is a committee with elected members who are involved in the community and help their peer around them get involved. Chris is involved in bi-weekly lunch-ins with the Commander of our Air Force base. The purpose of the lunch is to help Airmen have a direct communication channels to the person at the highest point in their Chain of Command and also be able to communicate with other people around the base that they don 't usually get to communicate with. The attendees of the lunch are able to ask the Commander questions and offer insight on different ways to improve the workplace. Some similarities I noticed between the two groups are that the norms are basically the same. The main concept of each group 's norms is to be respectful to one another. The other similarity is that both groups show characteristics of the same communication interaction pattern. Both groups demonstrate the all-channel network because the communication is not restricted. Some difference in the groups are that the groups are in different places in the groups and team development phases. Kayla 's group made it all the way to the reinforcement stage while Chris 's group would rarely touch on the emergence stage.

The primary data collection approach that used for this particular research study is observations. The role of complete participant is one of the best ways to get a “true” feeling for a working diverse group. The researcher would observe two groups- one where he/she would take over leadership and another where he/she would simply participate. The researcher would observe a group as the role of observer similar to a group dynamics experiment explained by authors Bennis and Sheppard (1956). However, the researcher would not take on the role of the trainer, i.e. non-participating observer, as that tends to alienate the observer from the group and in certain instances create hostility due to frustrations running high and increased conflict.

I feel that I am a leader, but I believe that I have different leadership styles for the different occasions. For instance, when playing sports, I was a captain and had to lead to more or less just set an example for the rest of the team. In that scenario, I feel I was both a democratic leader and an expressive leader. When deciding what drills to run, and the order of things such as practices, I would give the team the best options that I thought were fit, but I would want the majority vote. I had to be an expressive leader because if we were down in a game, or things were not going well on the team, there has to be one or two leaders who can step up and change the mood. I have learned that when the typical expressive leader fails to encourage

As you are leading a group or organization you must have a strong and regular communication. “Leadership is about the relationship between leader and their constituents…its about the emotional bond that exists between you and them.” Kouzes and Posner

In the first stage, called Directing, the development of the followers is low. They just have become part of the group or are new to the tasks assigned to them. At this stage, the leader must assume a high directive and low supportive behavior approach. Tasks are clearly defined, direction is provided in the form of commands, and there is little room for the creativity of the followers (Blanchard, 1985).

When combined with authentic leadership, critical theory allows me to examine organizations from a variety of perspectives while challenging inequities in policy or practice through an action-oriented approach. The primary strength of authentic leadership is that it is multi-faceted. Authentic leaders are proactive, adapting their style to fit the situation. Authentic leaders are also strategic and are said to lead with their heart and their head. For example, they can move fluidly from empathetic and motivational to visionary and goal centered, and balance the needs of followers with the goals of the organization all while remaining true to themselves. (Northouse, 2016; Walumbwa et al., 2008; Gardiner, 2011). I am also fully aware that my lens as a

In the last seven week, we discussed the Tubbs model on group interaction and discovered many strategies Tubbs mentioned, in his book “A system Approach to Small Group Interactions,” to successfully and efficiently work in a team to achieve the desired goal. As nurses, we work with hundreds of people daily from managers, fellow nurses and physicians, respiratory therapists, physical therapists, patients; families, dietary, and many more members of the multidisciplinary team to deliver a high quality of care to our patients. Therefore, it is critical to be able to master the art of group interaction. In this paper, I will discuss the main take away points for me that I was able to apply to my everyday interaction with people at work, as well as some examples of what I need to practice and work on in the future to achieve the optimum results of group interaction.

by Rob Waldman, “group members tend to be uncertain and anxious about such things as their role, who is in charge, and the group’s goal.” In the midst of selecting or having a leader can have an enormous balance to get everyone focused and open to one another. This sort of communication can have a very organized structure. Having that leadership is an increase in the interaction within the group for the reason that will help every member to recognize that their outlook and talent is essential to the goal.

It can be concluded ,that leadership requirement may vary from situation to another ,so it is important to be flexible on various kinds of situations .Many authoritative leaders use penalties against their employee that will lead to tension ,absence of innovation and moral fall ,that can affect the performance of the organization. Also lessez -faire style can bring to staff an informal selection for guidance that might be successful in certain environment, yet can fail in another .Personally, democratic and behavioural style are highly concerned with my subordinates with whom I feel open and easy to communicate and deliver to achieve goals ,so flexibility doesn't mean a transformation in personality it's all about changing tactics in various situation that a manager can face .

Following the review of the Week 3 essay titled, Emerging Leadership Styles and the results from the Blake Mouton Managerial Grid as well as the Enneagram instrument I reflected on the last few weeks. By far, this has been most interesting course in terms of the level and amount of information provided. The course work was relevant, current and at the same time, challenging. Between the discussions, the reading, as well as, the written assignments I have gained a mass amount of knowledge. Overall, it was an incredible learning experience.